Date of Award

7-15-2010

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Myrna Olson

Abstract

The purpose of this qualitative study was to describe perceptions held by Native American students currently residing on a reservation, of the experiences they encountered while attending a non-reservation school. Data for the study was drawn from five participants who attended a high school nearby, but not on, a Native American reservation. Using a phenomenological approach, participants were interviewed three times. The audio recorded interviews were transcribed, coded, and analyzed.Three themes emerged from the data. Theme one: Participants faced numerous challenges stemming from home and school environments. Chief among these were issues related to living on a reservation, and issues related to identity development as a minority adolescent. Theme two: The participants in the study exhibited traits of resiliency, which they were able to develop through the support of family, teachers, and school staff. Parents, who often struggled academically themselves, provided strong support and encouragement to the participants. In terms of schooling, participants found themselves more engaged in classes which focused on active learning, and appreciated teachers who worked at establishing relationships with them. Theme three: Participants in this study hoped to obtain the means to leave the reservation and acquire post secondary education or vocational training. While leaving the reservation was noted by participants as a life goal; another goal was staying connected to culture and family. Consequently, participants were confronted with a dilemma; avoid the pitfalls of reservation life (i.e., lack of opportunity, alcohol and drugs, crime and violence), yet maintain cultural and family connections. An assertion which emerged from the study concludes that for Native American youth to identify and achieve life goals, while maintaining cultural connections, they must have the means to take advantage of positive resources. Additionally, they must be able to avoid the challenges which accompany life on a reservation and minority status in schools. School personnel who understand these challenges are in a position to help Native American students achieve these goals.

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